A Study On The Strategy Of Integrating Mathematics History Into Junior High School Mathematics Teaching

As a teacher,the Integration of mathematics history into mathematics teaching is of great significance to revealing the nature of mathematics knowledge,helping students to feel the mathematical thoughts and methods,guiding students to understand the thinking process of mathematics,and improving the enthusiasm of students in mathematics learning.Seeing from the requirements of the ? Obligatory Education Mathematics Curriculum Standards(2011 Version)? for the history of mathematics in teaching materials and teaching,combining the mathematics history of domestic and foreign mathematics into the teaching of mathematics and the researcher's teaching practice,we have formulated three issues to be explored: First,what is the present situation of teachers' integration of mathematics history in junior high school mathematics teaching? Second,what are the factors that affect teachers' integration of mathematics history into junior high school mathematics teaching? Third,what are the strategies for teachers to integrate mathematics history into mathematics teaching in junior high schools? This article will discuss these three issues one by one.The research mainly uses the literature research method to collect literature that related to the research topic,and sorts out the values,methods,and current literature related to the integration of mathematics history at home and abroad.From the basic data of teachers,teachers' knowledge of mathematics history,teachers' understanding of mathematics history into teaching value,the way to acquire mathematics history,and the use of mathematics history in teaching,a questionnaire survey was conducted among 53 mathematics teachers.Then organize and analyze the data.At the same time,the content of the history of mathematics involved in the People's Education Press(2013 revision,total of six volumes)was statistically analyzed using the text analysis method,and the distribution and integration methods were analyzed.The results of the investigation show that:First,most teachers can recognize the value of integrating mathematics history into teaching,but they lack understanding.Second,mathematics teachers have a weak professional quality inmathematics in junior high schools,This is mainly due to the lack of awareness and theory of mathematics history,and the way to gain knowledge of mathematics history;Third,the distribution of mathematics history in mathematics textbooks is not well-balanced,and the integration methods are so simple,which limits mathematics teachers to teach mathematics history;Fourth,the existing case of the mathematics history into teaching does not provide guidance to first-line mathematics teachers;Fifth,the exam does not involve the mathematics history,which directly affects the integration of mathematics history into teaching.Through the above analysis,the auther puts forward the strategy of integrating mathematics history into junior high school mathematics teaching from the three aspects of teaching materials,teachers and teaching evaluation.The research mainly analyzes the status quo and influencing factors of integrating mathematics history into junior mathematics teaching,and proposes corresponding strategies.It hopes to provide first-line teachers with the reference of integrating mathematics history into mathematics teaching,and to provide textbooks revisers and some other related researchers with some simple references.At the same time,it advocates that it should establish a website for providing the resources of mathematics history to first-line teachers.